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2004-12-25 (Vol 1, No 1)

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ÁÖ¿ä¾î : »çÀü°³³ä, °³³äº¯È­, Èû°ú °¡¼Óµµ, ´ëÇлý, ´ë¸³°³³ä, Áõ°ÅÀû ºñÆÇ ³íÀÇ, ¹Ý¼ºÀû »ç°í

¼­¿ï´ëÇб³ ¹Ú»çÇÐÀ§ ³í¹®, 1991
Áöµµ±³¼ö ¹Ú½ÂÀç
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College Students' Conceptual Change about Force and Acceleration through Critical Discussion of the Rival Concetps Based on Evidences and Reflective Thinking

Abstract

According to many previous researches on the students' conceptions about force and motion, in spite of school science learning the students' preconceptions were either not changed or reinforced. Although many researchers argued that the presentation of conflict situations which can not be explained by the students' preconceptions is prerequisite to their conceptual changes, some other researchers argued that such a presentation could be useless.

In this study, a model of students' conceptual change in physics, which encourages students to recognize actively the conflicting situations and to control the process of their conceptual changes, was developed first. In this model, the critical discussion on rival concepts and the reflective thinking were regarded as two important factors for students' conceptual changes.

Based on this model, a new instructional strategy was designed and applied to college students who were taking a general physics course, then its results were analyzed.

Pre-test consisted of the P.O.E(prediction-observation-explanation) type test on acceleration and the explanation-after-selection type test on force and acceleration. Results from the test on acceleration showed that students' understandings were very poor and that they had following preconceptions (1) acceleration is proportional to velocity (2) students were confused acceleration with time and position (3) the direction of acceleration was the same to that of velocity (4) if velocity is zero, acceleration is zero. Results from the test on force and acceleration showed rather low performances, that is, the rates of correct answers ranged from 7% to 74% in case of the selection type, and the rate was even lower, ranged from 0% to 21% when the explanation type was included. The kind of force which was used by students for their answers and the type of students' answers were found to be significantly context dependent. And five other students' preconceptions were also found: that is, (1) the direction of force is the same to the direction of velocity (2) object moves always to the direction of the bigger force (3) force exists inside an object and it can be generated and be used up (4) objects have wills to move and to stop (5) no force, no motion.

The processes of the change of students' conceptions through the instructions were examined by the analysis of students' responses to given tasks during the instructions.
Students successfully recognized their own thinking for themselves and changed their conceptions by understanding the elements of conceptual change. However, there were some instances where even after the conceptual change students showed their original preconceptions depending on the context of questions. It was also found that students'
conceptual changes were either revolutionary or progressive.

Through the post test, it was found that the rate of correct answers increased noticeably I.e. it ranged from 93% to 100% in the selection type and 86% to 94% in the explanation type. For the interview questions in which students showed typical errors, most students gave physically sound explanations although the average success rate was lower than those of the selection type and the explanation type questions.

In conclusion, through the application of the developed model of conceptual change to the instructions, most students were found to become able to change their conceptions into scientific ones by using the critical discussion based on evidences and the reflective thinking not only for their own ideas but also for other students' ideas. Thus the model of conceptual change, which emphasizes the critical discussion of the rival concepts based on evidences and the reflective thinking, can be regarded as one advisable teaching process for physics concepts. And it is expected that further theoretical researches as well as further controlled experimental researches would be carried out. It is also hoped that similar approaches would be applied to other areas of physics concepts Considering the similarities shown between the fact that understanding of acceleration was an important element during students' discussions and the fact that Galileo's concept on acceleration played an important role in the history of science and between the concept of impetus in the history of science and a similar concept in students' understanding, I intuitively think that it is worth while to carry out researches comparing the history of physics with the change of students' conceptions.


key world : preconception, conceptual change, force and acceleration, college students, rival concepts, critical discussion based on evidences, reflective thinking.

Doctoral Dissertation of Seoul National University, 1991
Adviser: Professor Sung- Jae Pak
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